<p>Our contribution examines inequalities in the process of school choice and the transition to secondary schools, focusing on regional disparities and adopting a&#xa0;spatial perspective. To this end, we propose a&#xa0;concept of “educational space” which builds on a&#xa0;relational understanding of space and considers four dimensions: (1)&#xa0;topography and infrastructure, (2)&#xa0;institutional and policy-driven processes of spatial organization and arrangement, (3)&#xa0;individual and collective ways of synthesizing space, and (4)&#xa0;dynamics of social segregation and mobility. Based on this framework, we investigate how educational spaces influence familial processes of school choice and how these spaces are shaped by varying evaluations and positionings of school types and individual schools.</p><p>Our analysis draws on data from a&#xa0;research project that included qualitative interviews with teachers, pupils, and parents in nine Austrian primary schools located in diverse regional contexts—rural, small-town, as well as urban and suburban. The findings allow to reconstruct four distinct types of educational spaces, each differing in terms of geographical and topographical characteristics, institutional structures, and familial practices of perception and appropriation, as well as mobility. These variations lead to different forms of exclusion and inclusion regarding school choice alternatives.</p><p>Eventually, our study highlights the impact of these dynamics on educational inequalities: schools are valued or devalued, legitimized or delegitimized in different ways, thereby attributing varying potential educational pathways and prospects of success to schools and school types.</p>